1. Reference/Source: "Special Education in Ontario Schools", p.65 Reference/Source: "Education for All" p. 65 & 108

2. Components of Explicit Strategy Instruction 1. Process and Content Objectives: effectively used for children with special needs have all the components for neurodevelopment functions :

3. Such as: phonological awareness morphology semantic facility sentence comprehension discourse comprehension, active working memory automization paired association memory spatial processing and pattern recognition. ……for example.

4. 2. When and Where to use this Strategy: Children with reading disabilities need help achieving reading fluency. The Read Aloud narrative, whether fiction or non-fiction can be used daily as a corrective measure or possible remedy for some day-to-day school problems associated with learning disabilities in Reading/Language such as:

5. Reading Problems: loses place regularly makes many flying guesses does not attempt a new or strange word ignores punctuation and other cues makes up words, telescopes reverses and transposes loses meaning of a sentence from beginning to end gets events out of sequence infers content that is not there forgets details does not seem to retain a basic stock of spelling words\often uses creative, phonetic spelling words

6. 3. Rationale for using the Process and Content of this Strategy with Special Needs Students: Read aloud literature in both process and content can strengthen the areas of:

7. Things like: Reading/Language Writing Skills Personal Organization Copying/Note-Making and Social Skills. (page 65, Spec. Ed. In Ont. Schools)

8. 4. To model this strategy I will display several samples of effective and good quality children's books. I will read 3 in particular:

9. Read Alouds: Grill Pan Eddy Bedtime at the Swamp Superhero ABC

10. 5. Anecdotal Evidence of Strategy Effectiveness: There are massive amounts of accumulated data on the value of Read Alouds and the use of the Narrative. "The repeated interactive read-aloud technique is a research-based approach to comprehension and vocabulary development in preschool and kindergarten." (2007 international Reading Association) (pp.742-751) See Internet links and Resources on previous page.

11. 6. Cue Students for Transfer and Generalization: I have chosen a selection of Read-Aloud books for display, as a sample of using this strategy in the Language Arts Junior and Intermediate Divisions.

12. Thank you And now to the story…..